Explores cooperative learning strategies that increase student-to-student interaction in an attempt to meet the challenges of integrating all students
Stonewall Elementary had adopted a co-teaching model for special education services in which one special educator was assigned to the primary grades and another to the intermediate level. Each grade had one designated class for inclusion of students formerly educated in resource rooms. Bill was looking forward to this new arrangement that would allow him to co-teach in fourth-, fifth-, and sixth-grade classes. This was especially exciting for him because the school district had recently adopted a new science program, and he thought co-teaching would offer him the chance to teach science. Until now, Bill had focused primarily on reading, writing, math, and social skills in his special education resource room. Occasionally, his students would bring in science homework or unfinished assignments to ask for his help. Bill felt motivated to think of multiple ways to present science concepts. He enjoyed hearing his students declare, "I get it!" The first disappointment was at the planning meeting with Alice, the fourth-grade teacher. Alice gave an overview of her schedule for the week, including the time it would be best for Bill to be in her class. She proposed 9:00 a.m. to 10:30 a.m., when she needed his help to divide the class into ability-level groups for reading and math. Bill responded, "I've been looking forward to the chance to teach science." Alice looked puzzled. She said, "Your students are so far behind in basic skills. That's where they need the extra help. They can learn science when they can read." Bill was too surprised to react. Carl, the fifth-grade teacher, never seemed to have time to co-plan with Bill. Carl assured Bill that anytime he showed up, the special kids needed help. Bill said, "I would like to be in the class when you teach science." "That would be 1:00 p.m. every Monday, Wednesday, and Friday," Carl responded. Bill was ready when it was time for fifth-grade science. Carl had a lesson prepared with a hands-on activity for most of the class, but he provided some worksheets for the "lower" students to complete at their desks. Carl turned to Bill and commented proudly, "I found these for your students. With fill-in-the-blanks and pictures to color, they're basic enough for your kids to understand, although they could still use your help. And whatever you do, keep Larry from disturbing the rest of the class." Feeling devastated but determined not to strike out a third time, Bill approached Jennifer, the sixth-grade teacher, and shared his disappointments. Although she also had assumed Bill would be focusing on basic skills with the special students, she was willing to rethink their co-teaching arrangement. They looked at the science materials at the next lesson. Bill wanted to teach and had great ideas about ways to bring the concepts alive. Jennifer was a little reluctant to let go of the control of her class, but she was willing to give him at least one chance. The next day at science time, Bill taught an activity-based lesson with a follow-up writing assignment. Jennifer was interested to see that the special education students were really involved in the lesson. She also observed Bill's awareness of individuals. He seemed to know which students were keeping up and when he needed to change pace or modify his approach. After the lesson, Jennifer appeared to be disturbed. She quietly commented to Bill, "I learned a lot from observing that lesson. Now, should I thank you or be mad at you for invalidating my assumptions about teaching science to students with special needs?"
“What is going on at your school?” Ron Brown, a school board member, seemed to be accusing rather than asking. Alice Swenson, Midland High School principal, hated those leading questions but knew what Ron was referring to: another big fight in her building. There were daily skirmishes and some pretty rough ones weekly, but this last one was particularly complicated to handle because it involved some of the new students with emotional/behavioral disabilities. Ron continued, “We have got some pretty upset parents. There are a dozen calling me night and day, wanting to know what we are doing about all the fights and gang activity at Midland. Now I have three parents who want to know why their sons were suspended, when those special education kids did not get in trouble at all.” Parents appealed to Ron because he was vocal about “safe schools.” Alice responded that she was just as concerned as Ron about the safety of all children in her building. She outlined for the third time this fall what the high school was doing to turn the tide of increasing violence. But the current situation was more difficult to explain. This year, as part of the movement toward more inclusive education, students with emotional/behavioral disabilities, who had been educated previously in separate facilities, were now attending Midland High School. From the beginning, Alice had been challenged to respond to complaints from general education teachers about having “them” in classes and to deal with what seemed like additional trouble attributed to these new students. After the recent fight, the special education teacher reminded the principal that these students all had Individualized Education Programs (IEPs) with goals designed to improve self-control and to react appropriately when angry, protecting their rights to an appropriate education and necessitating an individualized approach to discipline. Alice explained this to the school board member, just as she had explained it to teachers and students in her school, yet with each explanation she grew less convinced. She was doing her best to provide a safe environment for all students, but it seemed that treating these students differentially was making it even harder.
We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.-GW
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